improving nursing students’ self-directed learning readiness using, online flipped classroom

Background: this study aimed to determine the effect of online flipped classes on the self-directed learning readiness of nursing students.method: the present study is a quasi-experimental pre-test and post-test. thirty-four fourth-semester students of khorramabad school of nursing and midwifery studying in the first semester of 1400-1399 were selected by the whole enumeration and based on study criteria. during the first eight weeks, eight sessions on kidney diseases were presented using the asynchronous online method (routine method), and the content was uploaded in powerpoint format; and the podcast following the course plan and its chronological order was uploaded in the learning management system. learners experienced self-learning by relying on uploaded content. from the ninth session, eight sessions on cardiovascular disease management course under the principles of the flipped class are entirely online with a 3-step process including pre-class activities (uploading lesson content in audio powerpoint format, podcast, or a short instructional video); it was held inside the classroom (by holding a classroom through skyroom and emphasizing group discussion between students) and after class (to consolidate learning and present extensive assignments). the online form (link sent via whatsapp) was completed. data management and analysis were performed with stata 14 software and paired t-test.results: the mean score of students’ self-directed learning readiness after asynchronous online education (p=0.000) and after using the flipped online class significantly increased (p=0.000). comparing the mean score changes of both methods confirms no significant difference in mean score total readiness for self-directed learning readiness (p = 0.07) after performing the desired methods.conclusion: according to the mean score of self-directed learning readiness of students before the intervention and their previous experience in teaching with distance and blended teaching methods, despite the short length of the study period, the results indicate the effectiveness of online learning methods on their self-directed learning readiness. therefore, this educational method is recommended, especially in the current situation (prevalence of covid-19 pandemic and strengthening of distance education).